Identifying Tissue Components in Resilient Schools: A Systematic Review

Abstract

Using a method of systematic review, the intention of this study is to identify the tissue components in the resilient school. Articles pertinent to the research topic were analyzed for research purposes. Purposeful research in resilience literature (2006-2021) was conducted using articles and publications from the Eric, Elsevier, Scopus, Noormags, Iran Doc, Magiran, and SID databases. Among 400 researches relating to resilience issues and school processes, data mining was limited to articles describing how every aspect of the school context supports resilience. Finally, 32 studies were chosen for a comprehensive evaluation. The first factor emphasizes the significance of the teacher’s role and includes supporting student autonomy, student participation and engagement, teacher support and encouragement, respectful communication with students, and setting student expectations. The second factor refers to the overall context of the school and consists of six components: equality and fairness in school, avoiding labeling, a safe learning environment, a positive school atmosphere, meeting students’ basic requirements in school, and extracurricular activities. The third factor refers to the role of peers and considers peers to be permanent supporters of resilience. This factor includes peers’ acceptance and support of students, participation and mutual unity in completing assignments, and the use of student peacemaking circles to resolve behavioral problems. The fourth factor considers the function of adult guidance and parental support in a child’s education. The fifth axis refers to the resilience of teachers. Regarding this, three issues have been raised: the assistance of psychologists to teachers, the role of school ecology in teacher resilience, and the need to increase their awareness of resilience processes.

Keywords

• academic resilience
• resilient school
• resilient context